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| 2. |
- Granberg, Carina, 1966-, et al.
(author)
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A case study of a formative assessment practice and the effects on students’ self-regulated learning
- 2021
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In: Studies in Educational Evaluation. - : Elsevier. - 0191-491X .- 1879-2529. ; 68
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Journal article (peer-reviewed)abstract
- The study investigates one mathematics teacher’s implementation of formative assessment and its effects on students’ self-regulated learning (SRL). A questionnaire administered before and after the eight-month long intervention shows a significant effect, compared to two control classes, on students’ motivational beliefs involved in SRL. Qualitative data shows a notable enhancement of the students’ SRL behavior in the classroom. Analysis of the teacher’s implemented formative assessment shows a practice integrating several aspects of formative assessment, and provides empirical evidence of what formative assessment with large effects on students’ SRL may look like and how it fits with models of SRL development.
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| 3. |
- Gustafsson, Magnus, et al.
(author)
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Integrated sample preparation and MALDI mass spectrometry on a microfluidic compact disk.
- 2004
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In: Analytical Chemistry. - : American Chemical Society (ACS). - 0003-2700 .- 1520-6882. ; 76:2
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Journal article (peer-reviewed)abstract
- High-throughput microfluidic processing of protein digests integrated with matrix-assisted laser desorption/ionization (MALDI) mass spectrometry on a compact disk (CD) is described. Centrifugal force moves liquid through multiple microstructures, each containing a 10-nL reversed-phase chromatography column. The CD enables parallel preparation of 96 samples with volumes ranging from one to several microliters. The peptides in the digests are concentrated, desalted, and subsequently eluted from the columns directly into MALDI target areas (200 x 400 microm) on the CD using a solvent containing the MALDI matrix. After crystallization, the CD is inserted into the MALDI instrument for peptide mass fingerprinting and database identification at a routine sensitivity down to the 200-amol level. Detection of proteolytic peptides down to the 50-amol level is demonstrated. The success rate of the CD technology in protein identification is about twice that of the C(18) ZipTips and standard MALDI steel targets. The CDs are operated using robotics to transfer samples and reagents from microcontainers to the processing inlets on the disposable CD and spinning to control the movement of liquid through the microstructures.
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| 4. |
- Lexander, Helena, et al.
(author)
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Correlation of protein expression, Gleason score and DNA ploidy in prostate cancer
- 2006
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In: Proteomics. - : Wiley. - 1615-9853 .- 1615-9861. ; 6:15, s. 4370-4380
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Journal article (peer-reviewed)abstract
- The prognosis of prostate cancer correlates with tumor differentiation. Gleason score and DNA ploidy are two prognostic factors that correlate with prognosis. We analyzed differences in protein expression in prostate cancer of high and low aggressiveness according to these measures. From 35 prostatectomy specimens, 29 cancer samples and 10 benign samples were harvested by scraping cells from cut surfaces. DNA ploidy was assessed by image cytometry. Protein preparations from cell suspensions were examined by 2-DE. Protein spots that differed quantitatively between sample groups were identified by MS fingerprinting of tryptic fragments and MS/MS sequence analysis. We found 39 protein spots with expression levels that were raised or lowered in correlation with Gleason score and/or DNA ploidy pattern (31 overexpressed in high-malignant cancer, 8 underexpressed). Of these, 30 were identified by MS. Among overexpressed proteins were heat-shock, structural and membrane proteins and enzymes involved in gene silencing, protein synthesis/degradation, mitochondrial protein import (metaxin 2), detoxification (GST-pi) and energy metabolism. Stroma-associated proteins were generally underexpressed. The protein expression of prostate cancer correlates with tumor differentiation. Potential prognostic markers may be found among proteins that are differentially expressed and the clinical value of these should be validated.
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| 5. |
- Lexander, Helena, et al.
(author)
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Evaluation of two sample preparation methods for prostate proteome analysis
- 2006
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In: Proteomics. - : Wiley. - 1615-9853 .- 1615-9861. ; 6:13, s. 3918-3925
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Journal article (peer-reviewed)abstract
- For laboratory techniques that require well-preserved proteins, such as 2-DE, fresh tissue must be harvested and processed as fast as possible to avoid proteolytic degradation. We describe a modified method for harvesting tissue from radical prostatectomy specimens for proteome analysis and compare it with the standard technique. Cells were scraped from cut surfaces of 11 prostate specimens. A fraction of the material was smeared on a glass slide and Giemsa stained for morphological control. The sample was collected in a medium with protease inhibitors, and the protein material was prepared for 2-DE. Filtering and Percoll centrifugation were omitted. Sample locations were noted on a specimen map. From the same area, a tissue block was harvested for comparison. The block was processed with the conventional technique including mechanical disintegration, filtering and Percoll centrifugation. Quality measures of 2-DE were similar with both methods. With the scrape sampling technique, control smears showed abundant epithelial cells and a cleaner background and processing was faster than with tissue block sampling. For proteomic analysis, the scrape sample technique has several advantages over the tissue block method.
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| 6. |
- Näsström, Gunilla, et al.
(author)
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Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice
- 2021
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In: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 6, s. 1-17
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Journal article (peer-reviewed)abstract
- Motivation is a prerequisite for students’ learning, and formative assessment has been suggested as a possible way of supporting students’ motivation. However, there is a lack of empirical evidence corroborating the hypothesis of large effects from formative assessment interventions on students’ autonomous forms of motivation and motivation in terms of behavioral engagement in learning activities. In addition, formative assessment practices that do have an impact on students’ motivation may put additional requirements on teachers than more traditional teaching practices. Such requirements include decisions teachers need to make in classroom practice. The requirements on teachers’ decision-making in formative assessment practices that have a positive impact on students’ autonomous forms of motivation and behavioral engagement have not been investigated. This study describes one teacher’s formative assessment practice during a sociology course in upper secondary school, and it identifies the requirements for the teacher’s decision-making. The teacher had participated in a professional development program about formative assessment just prior to this study. This study also investigated changes in the students’ motivation when the teacher implemented the formative assessment practice. The teacher’s practice was examined through observations, weekly teacher logs, the teacher’s teaching descriptions, and an interview with the teacher. Data on changes in the students’ type of motivation and engagement were collected in the teacher’s class and in five comparison classes through a questionnaire administered in the beginning and the end of the course. The students responded to the questionnaire items by choosing the extent to which they agreed with the statements on a scale from 1–7. The teacher’s formative assessment practice focused on collecting information about the students’ knowledge and skills and then using this information to make decisions about subsequent instruction. Several types of decisions, and the knowledge and skills required to make them that exceed those required in more traditional teaching practices, were identified. The students’ in the intervention teacher’s class increased their controlled and autonomous forms of motivation as well as their engagement in learning activities more than the students in the comparison classes.
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| 7. |
- Ohlsson, Lena, et al.
(author)
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Purification and characterization of human intestinal neutral ceramidase.
- 2007
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In: Biochimie. - : Elsevier BV. - 1638-6183 .- 0300-9084. ; 374:4, s. 329-330
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Journal article (peer-reviewed)abstract
- Sphingolipids are degraded by sphingomyelinase and ceramidase in the gut to ceramide and sphingosine, which may inhibit cell proliferation and induce apoptosis, and thus have anti-tumour effects in the gut. Although previous rodent studies including experiments on knockout mice indicate a role of neutral ceramidase in ceramide digestion, the human enzyme has never been purified and characterized in its purified form. We here report the purification and characterization of neutral ceramidase from human ileostomy content, using octanoyl-[C-14] sphingosine as substrate. After four chromatographic steps, a homogeneous protein band with 116 kDa was obtained. MALDI mass spectrometry identified 16 peptide masses similar to human ceramidase previously cloned by El Bawab et al. [Molecular cloning and characterization of a human mitochondrial ceramidase, J. Biol. Chem. 275 (2000) 21508-21513] and Hwang et al. [Subcellular localization of human neutral ceramidase expressed in HEK293 cells, Biochem. Biophys. Res. Commun. 331 (2005) 37-42]. By RT-PCR and 5'-RACE methods, a predicted partial nucleotide sequence of neutral ceramidase was obtained from a human duodenum biopsy sample, which was homologous to that of known neutral/alkaline ceramidases. The enzyme has neutral pH optimum and catalyses both hydrolysis and formation of ceramide without distinct bile salt dependence. It is inhibited by Cu2+ and Zn2+ ions and by low concentrations of cholesterol. The enzyme is a glycoprotein but deglycosylation does not affect its activity. Our study indicates that neutral ceramidase is expressed in human intestine, released in the intestinal lumen and plays a major role in ceramide metabolism in the human gut. (c) 2007 Elsevier Masson SAS. All rights reserved.
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| 8. |
- Rising, Anna, et al.
(author)
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Systemic AA amyloidosis in the red fox (Vulpes vulpes)
- 2017
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In: Protein Science. - : WILEY. - 0961-8368 .- 1469-896X. ; 26:11, s. 2312-2318
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Journal article (peer-reviewed)abstract
- Amyloid A (AA) amyloidosis occurs spontaneously in many mammals and birds, but the prevalence varies considerably among different species, and even among subgroups of the same species. The Blue fox and the Gray fox seem to be resistant to the development of AA amyloidosis, while Island foxes have a high prevalence of the disease. Herein, we report on the identification of AA amyloidosis in the Red fox (Vulpes vulpes). Edman degradation and tandem MS analysis of proteolyzed amyloid protein revealed that the amyloid partly was composed of full-length SAA. Its amino acid sequence was determined and found to consist of 111 amino acid residues. Based on inter-species sequence comparisons we found four residue exchanges (Ser31, Lys63, Leu71, Lys72) between the Red and Blue fox SAAs. Lys63 seems unique to the Red fox SAA. We found no obvious explanation to how these exchanges might correlate with the reported differences in SAA amyloidogenicity. Furthermore, in contrast to fibrils from many other mammalian species, the isolated amyloid fibrils from Red fox did not seed AA amyloidosis in a mouse model.
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| 9. |
- Sidenvall, Johan, 1974-
(author)
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Lösa problem : om elevers förutsättningar att lösa problem och hur lärare kan stödja processen
- 2019
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Doctoral thesis (other academic/artistic)abstract
- Generellt sett domineras matematikundervisning av utantillinlärning och arbete med rutinuppgifter. Om undervisning till störst del görs på detta sätt kommer elever ha svårt att att utveckla andra viktiga förmågor i matematik såsom problemlösning, resonemang och begreppsförståelse. Tidigare forskning har visat om elever får jobba med problemuppgifter (dvs. skapa egna lösningsmetoder) i större utsträckning får de en ökad matematisk förståelse, än om de enbart arbetar med rutinuppgifter.Syftet med avhandlingen var att ge ökade insikter om varför utantillinlärning och arbete med rutinuppgifter fortsätter att vara vanligt samt undersöka och föreslå på vilket sätt elevers förutsättningar att jobba med problemuppgifter skulle kunna förbättras. Detta gjordes genom följande studier. (1) Relationen mellan vilka typer av lösningsstrategier (imitera eller skapa lösningsmetod) som krävdes och vilka som användes vid uppgiftslösning. (2) Relationen mellan elevers val av lösningsstrategi och uppfattningar om matematik. (3) Undersökning av andel problemuppgifter i läroböcker från 12 länder. (4) Karaktärisering av tidigare forskning med avseende på undervisning genom problemlösning och resonemang. (5) Interventionsstudie där ett lärarstöd, utformat för att stödja elevers problemlösning med hjälp av formativ bedömning, utvecklades, testades och utvärderades. Studierna fokuserade i första hand på skolans senare årskurser.Elevernas förutsättningar att lösa uppgifter genom problemlösning var begränsad: av att det var mycket ovanligt med problemuppgifter bland de enklare uppgifterna i läroböckerna, av elevernas val att använda sig av imitativa lösningsstategier och av att eleverna ofta kunde lösa uppgifter genom att lotsas fram till en lösning av en annan elev eller av läraren. Elevernas förutsättningar begränsades också av elevernas uppfattningar av matematik och av elever ibland arbetade med uppgifter som inte var inom räckhåll att lösas genom problemlösning. För att ge elever förbättrade förutsättningar att lösa problemuppgifter bör lärare låta elever arbeta med fler problemuppgifter i en lärandemiljö som innebär att elever faktiskt skapar egna lösningsmetoder och att lärarhjälp baseras på att stödja elever utifrån elevers svårigheter och inte lotsa fram till en lösning. Resultatet ger också implikationer för hur läroböcker kan struktureras och hur det testade lärarstödet skulle kunna vara en del av en proffessionsutveckling och en del av lärarutbildningen.
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| 10. |
- Sidenvall, Johan, 1974-, et al.
(author)
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Supporting teachers in supporting students’ mathematical problem solving
- 2022
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In: International Journal of Mathematical Education in Science and Technology. - : Taylor & Francis Group. - 0020-739X .- 1464-5211.
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Journal article (peer-reviewed)abstract
- The purpose of this intervention study was to develop and evaluate a support model for teachers, designed to assist them in diagnosing students’ (age 16–19 years) difficulties and providing feedback to support students’ mathematical problem solving. Reporting on an iteration in a design research project, the results showed that the support helped the teachers to provide less procedural information and instead help students construct solutions for themselves. Constraints in achieving this included the nature of some tasks, difficulties in making reasonable diagnoses, and students’ inability to communicate their difficulties.
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